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Course Outlines

GEOG 3021 - Introduction to Environmental Impact Assessment

North Terrace Campus - Winter - 2023

This course introduces the methodology of environmental impact assessment (EIA) as a vital tool for sound environmental decision-making. It provides an introduction to the concepts, methods, issues and various stages of the EIA process. The various stages of the EIA process, such as screening, scoping, EIA document preparation, public involvement, review and assessment, monitoring and auditing, appeal rights and decision-making are examined. The course draws on contemporary international and Australian case studies and includes building student capacity. In conflict resolution, cross cultural engagement, and stakeholder impact assessment.

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  • General Course Information
    Course Details
    Course Code GEOG 3021
    Course Introduction to Environmental Impact Assessment
    Coordinating Unit Geography, Environment and Population
    Term Winter
    Level Undergraduate
    Location/s North Terrace Campus
    Units 3
    Contact Up to 3 hours per week
    Available for Study Abroad and Exchange Y
    Prerequisites At least 6 units of Level II undergraduate study
    Assumed Knowledge It will be assumed students have proficiency at research and written skills for Level III
    Assessment Attendance & participation 10%, Impact Assessment (3000 words) 30%, Seminar Portfolio 30%, Take home exam 30%
    Course Staff

    Course Coordinator: Professor Melissa Nursey-Bray

    Course Timetable

    The full timetable of all activities for this course can be accessed from .

    This course will run in workshop style during the winter. Students are expected to attend a number of introductory context setting workshops - these are compulsory - and then the last week is designed to suport student assessment.  Workshops are divided into two parts (i) information delivery and (ii) skills building and are designed to equip studetns wiht the understanding and knowledge about the EIA while developing their skills in how to practically undertake the EIA process. The course is designed to build work readiness.
  • Learning Outcomes
    Course Learning Outcomes
    On completion of this course students should be able to :

    1. Explain the major principles of environmental impact assessment in Australia
    2. Understand the different steps within environmental impact assessment
    3. Discuss the implications of current jurisdictional and institutional arrangements in relation to environmental impact assessment
    4. Communicate both orally and in written form the key aspects of environmental impact assessment
    5. Understand how to liaise with and the importance of stakeholders in the EIA process
    6. Be able to access different case studies/examples of EIA in practice
    University Graduate Attributes

    This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

    University Graduate Attribute Course Learning Outcome(s)

    Attribute 1: Deep discipline knowledge and intellectual breadth

    Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.

    		 1, 2, 3, 4, 5, 6

    Attribute 2: Creative and critical thinking, and problem solving

    Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.

    		 2, 5, 6

    Attribute 3: Teamwork and communication skills

    Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.

    		 3, 4, 5,

    Attribute 4: Professionalism and leadership readiness

    Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.

    		 1, 2, 3,4 ,5 ,6

    Attribute 5: Intercultural and ethical competency

    Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.

    		 5, 6,

    Attribute 8: Self-awareness and emotional intelligence

    Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.

    		 1, 2,3 ,4 ,5 ,6
  • Learning Resources
    Required Resources
    This course will suggest a number of articles and sources for students which will be of use. Students will gain maximum benefit from reading through a suite of articles on the subject, which will be both up to date and give a broad understanding of the issues surrounding ethics and the environment. Most of these articles will provided on MYUNI. However, students are encouraged to access the suggested readings below for a good grounding in EIA issues.


    Core Text:
    Harvey, N and Clarke, B 2012 Environmental Impact Assessment, Oxford press.

    Other suggested readings: Elliot, M. and Thomas, I. 2009. Environmental Impact Assessment in Australia, The federation Press

    Wood, C. 2003. Environmental Impact Assessment: A Comparative Review, Pearson Hall press.

    The journal called Environmental Impact Assessment Review is an excellent resource.
    Recommended Resources
    For your information here is a short bibliography on EIA. This is not compulsory reading but provided for those who wish to research further in this area and want international examples.

     Becker, H. and Vanclay, F. 2003. The International Handbook of Social Impact Assessment. Edward Elgar, Cheltenham.
     British Medical Association 1999. Health and Environmental Impact Assessment – An Integrated Approach. Earthscan, London.
     Byron, H. 2000. Biodiversity and EIA: A Good Practice Guide for Road Schemes. RSPB WWF-UK, London. Construction Industry Research and Information Association 2000. Sustainable Urban Drainage Systems, C522. CIRIA, London.
     Dalal-Clayton, B. and Sadler, B. 2005. Strategic Environmental Assessment: A Source Book and Reference Guide to International Experience. Earthscan, London.
     European Commission 2001. Guidance on Screening and Scoping. EC, Brussels.
     Fischer, T. 2007. The Theory and Practice of Strategic Environmental Assessment. Earthscan, London.
     Glasson, J., Therivel, R. and Chadwick, A. 2005. Introduction to Environmental Impact Assessment. UCL Press, London.
     Harrop, O. and Nixon, A. 1999. Environmental Assessment in Practice. Routledge, London.
     International Association for Impact Assessment 2006. Health Impact Assessment: International Best Practice
     Principles. IAIA, Fargo, ND.
     Joint Nature Conservation Committee 1990. Handbook for Phase I Habitat Survey – A Technique for Environmental Audit. JNCC, London.Maidstone.
     Morris, P. and Therivel, R. 2001. Methods of Environmental Impact Assessment. E & FN Spon, London.
     Morrison-Saunders, A. and Arts, J. 2006. Assessing Impact: Handbook of EIA and SEA Follow-up. Earthscan, London.
     Organisation for Economic Co-operation and Development 1992. Guidelines on Aid and Environment, No. 1. Good Practices for Environmental Impact Assessment of Development Projects. OECD, Paris.
     Organisation for Economic Co-operation and Development 2006. Applying Strategic Environmental Assessment. Good Practice for Development Cooperation. OECD, Paris.
     Petts, J. 1999. Handbook of Environmental Impact Assessment, Vols 1 and 2. Blackwell Science, Oxford.
     Therivel, R. 2004. Strategic Environmental Assessment in Action. Earthscan, London.
     Treweek, J. 1999. Ecological Impact Assessment. Blackwell Science, Oxford.
     United Nations Environment Programme 2002. Environmental Training Resource Manual. Earthprint, Stevanage.
     Wathern, P. (ed.) 1992. Environmental Impact Assessment: Theory and Practice. Routledge, London.
     Weston, J. 1997. Planning and Environmental Impact Assessment in Practice. Longman, Harlow.
     Wood, C. 2002. Environmental Impact Assessment – A Comparative Review. Longman, Harlow.
    Online Learning
    Students will be able to access readings, course materials on MYUNI. I also use the MYUNI as a key medium for sending messages to students so it is a good idea to check it regularly.
  • Learning & Teaching Activities
    Learning & Teaching Modes
    This course will run in workshop style during the winter. Students are expected to attend a number of introductory context setting workshops. Workshops are divided into two parts (i) information delivery and (ii) skills building and are designed to equip studetns with the understanding and knowledge about the EIA process while developing their skills in how to practically undertake the EIA process. The course is designed to build work readiness.
    Workload

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    Students are expected to attend the workshops during the winter school period and then spend time doing independent reading and research to prepare for assignments. 
    Learning Activities Summary
    The course is structured into three parts:

    (i) Information delivery about the processes of and types of EIA
    (ii) Task based exercises which build skills in EIA and build work readiness
    (iii) Assessment based periods - in the last week, which give students independent time to do the final assignment, which is an authentic, work based piece based on case studies

    Week 1, Day 1, Session 1: Introduction to EIA, generic principles
    Week 1, Day 1, Session 2: EIA in Australia

    Week 1, Day 2, Session 1: Types and forms of EIA
    Week 1, Day 2, Session 2: What is an impact? What is significance?

    Week 2, Day 1, Session 1: Tools and techniques for EIA
    Week 2, Day 1, Session 2: Tools and techniques for EIA

    Week 2, Day 2, Session 1: People and EIA -  Social Impact Assessment and Cultural Heritage and EIA
    Week 2, Day 2, Session 2: Focus - Introducing the assessment case studies

    Week 3, Day 1, Session 1: Guided assessment time
    Week 3, Day 1, Session 2: Guided assessment time

    Week 3, Day 2, Session 1: Guided assessment time
    Week 3, Day 2, Session 2: Guided assessment time
    Specific Course Requirements
    There are no specific course requirements for this course but it is expected that students will have an active interest in EIA and are willing to commit to an intensive learning style/period.
  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    As this course is being run as a winter school, assessments are set out as follows:

    Attendance and participation = 10%

    Given the intensive nature of the winter school, it is expected that students will attend and participate in class activities which will be focussed on skills building for EIAs. As such, this effort will be acknowledged via allocation of a 10% mark for attendance and participation.

    Task Portfolio = 50%

    The practice of EIA requires the development of a range of specific skills and decisions. The in class sessions will work through a series of authentic tasks (as in they are those required in real life EIAs), and students are required to write these tasks up as they occur. Students can then polish up these task write ups, and enhance them with readings, critical reflections of the tasks and demonstrations of their learning.

    The tasks will be distributed throughout the first two weeks and there will be 5 tasks in total worth 10% each. 

    Completion of the tasks will also help students undertake the final task, time for which is allocated during the last week.

    Case study desktop EIA (40%)

    In the last week students will be given a series of cases studies. These case studies will each be a proposal for a development of some kind (eg wind farm, mine, pulp mill, road etc), and are examples of the types of development that will require an EIA. Students will  choose ONE of these case studies, and then undertake to develop/write up a desk top EIA for it.

    This will enable the student to experience first hand what types of decisions, tools and information is needed to build a EIA in practice. 


    Assessment Related Requirements
    Students are expected to do the in class tasks that will prepare them for the assessment and the final case study.
    Assessment Detail
    Details of each assessment will be provided in the first session of the class
    Submission
    Submission of all tasks will be via MYUNI
    Course Grading

    Grades for your performance in this course will be awarded in accordance with the following scheme:

    M10 (Coursework Mark Scheme)
    Grade Mark Description
    FNS   Fail No Submission
    F 1-49 Fail
    P 50-64 Pass
    C 65-74 Credit
    D 75-84 Distinction
    HD 85-100 High Distinction
    CN   Continuing
    NFE   No Formal Examination
    RP   Result Pending

    Further details of the grades/results can be obtained from Examinations.

    Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

    Final results for this course will be made available through .

  • Student Feedback

    The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

    SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

  • Student Support
  • Policies & Guidelines

    This section contains links to relevant assessment-related policies and guidelines - all university policies.

  • Fraud Awareness

    Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

The ³ÉÈË´óƬ is committed to regular reviews of the courses and programs it offers to students. The ³ÉÈË´óƬ therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.
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